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See also...
Introductory workshop (outline)
This workshop outline is suggested for a school with some experience in using the Planner
- the aim of the workshop is to implement the Planner as a useful tool in Individual Support Planning
- if used at other times of the year the items involving previous teachers may be inappropriate
- modifications or working over several stages may be required for new users completing the 'workshop'
There are many forms of Individual Support Plans
- IEPs
- PBS plans
- ESL
- ....
Part A - Concepts and Ideas underpinning the use of the Planner
1. The Planner is index of the key things there is to know about any student
2. Useful in constructing the story of the student
3. A way of communicating with self, other stakeholders elsewhere and in the future
4. Another way of knowing what’s happening and what has happened before and what is planned
5. A tool making it easier for people to work together to ensure the success and well-being of each student
6. The contents are useful in conversations
7. Implementing the Planner is best understood as school development and professional development exercise
8. Cost effectiveness: aim for minimum data entry for maximum value
9. Data become information when organised and place in context
10. Over time patterns generally have more value than detail
11. Focus on information that leads to action
12. To get data you have to give it back with value added
13. The quality of data = accuracy, timeliness, completeness, relevance...
14. The quality of data is improved by its repeated use and the number of people who use it
15. Electronic ‘Tupperware’ for data (presently an Access database)
16. The Planner is also a record keeping device
17. Mostly free text entry
18. A shared workspace for putting together the jigsaw that is each student's story
19. A shared workspace for planning, managing and monitoring responses to the needs of students
Part B - Introduce Individual Support Planning
1. Senior staff introduce the idea of Individual Support Planning: more information is available here
Note: it is about much more than containing behaviour (although that may be a helpful start)
2. Teachers and senior staff jointly identify ISP students
3. Teachers and senior staff use the quick planner and
- identify a key goal for the student
eg, Full attendance and participation in all classes
- identify three to
five key ISP actions for staff to use in support of the student, eg,
+ Avoid power struggles; be quietly assertive
+ Check J's understanding of instructions regularly
+ Encourage J to complete one task at a time
+ Report late arrivals by 9.30 am
Part B - Using the Support Planner
4. Introduce the Planner to teaching staff (introductory PowerPoint)
- how to find the Planner on the school network
- who has permission to do what
- how to find data
- individual students
- class views
- types of information stored in the Planner
- history
- current goal
- alerts
- performance/needs ratings
- identified needs or diagnosed conditions
- observations (incidents, concerns, progress, possibilities...)
- functional summary (strengths, weaknesses, conditions...)
- support actions
- timetables
- agreements
- contacts
- encourage staff to check out the students in their class this year
- encourage them to check out the students in their class last year
5. Set up student records ISP
- Find the student's record
- Tick the ISP box
- Enter the goal for the student
- Click on the IS Plan tab
- Enter the ISP actions (click
here for more information)
6. Produce weekly ISP class checklists for this year's teachers using the Planner
- Go to the Main Menu
- Click the Reports button
- Click ISP Weekly Checklist
- Distribute checklists
7. This year's teachers confer with other teachers (using the
Planner) re:
- what the checklist means
- additional background information about
- what works,
- what doesn't
- and why.
8. Provide staff with training so that they can record daily
experiences on the checklists so that it can be easily recorded in the Planner for monitoring
student progress and the effectiveness of the ISP plan.
9. Check on school progress after a few weeks and make improvements as
required
